Does Conflict Content Affect Learning from Simulations? A Cross‐National Inquiry into the Israeli‐Palestinian and Guatemalan Conflict Scenarios

Abstract

It is important to find out whether the content of a simulation has any effect on learning, whether students learn better when the simulation is about a conflict they directly experience as opposed to a conflict they have hardly heard about, and whether learning about a specific conflict changes from one identity group to another. In this article, we address these questions in a five-group experimental study, with direct parties to the conflict (Israeli-Jewish, Palestinian, and Guatemalan), third/secondary parties to the conflict (Turkish, American, and Brazilian), and distant parties to the conflict. Our results indicate that learning varies not only from one group to the other, but also with the salience of the conflict. While the simulations increase the level of knowledge about that particular conflict in almost all situations, when attitude change is concerned, the effects diversify from one group to the other.One who is far from my eye is also far from my heart. G€ ozden ırak, g€ on€ ulden de ırak. . .An old Turkish proverb Simulations and role-plays are used frequently in the teaching of conflict analysis and resolution. In traditional simulations, students act out a specific conflict or negotiation scenario delivered by the instructor. Especially in the last decade, role-playing has been subject to criticism by researchers and instructors on several grounds. Following these criticisms, which called for assessing commonsense assumptions about conflict and negotiation teaching, scholars assessed the effectiveness of simulations in teaching conflict and negotiation. Despite the growing number of studies inquiring about the effectiveness of simulations, several issues are still relatively untouched. For instance, we know very little about the effect of computer-based simulations, especially the effects of peace games. The literature emphasizing the negative effects of violent war games is abundant, yet there is little research on the effects of peace games and whether they increase the players' ability to empathize with the other or their willingness to negotiate and problem solve.We also know little about the effectiveness of simulations in different cultural contexts and whether different cultural groups relate to the same content in a similar way or not. Education scholars argue that the context in which learning takes place matters. So, does the content of simulation have any effect on learning? Do students learn better if the simulation is about a conflict they directly or personally have Negotiation and Conflict Management Research

Can video games change attitudes towards history? Results from a laboratory experiment measuring short‐ and long‐term effects

“…Despite growing empirical research on attitudes, the role of video games in attitudinal change has not been explored much (see Soekarjo & Oostendorp, 2015). Most of the empirical studies that deal with the subject (e.g., Cuhadar & Kampf, 2014, 2015; Hawkins et al, 2019; Jacobs, 2018; Knol & de Vries, 2011; Tragazikis & Meimaris, 2009) measured attitudes primarily through self‐report scales revealing short‐term changes in participants' explicit attitudes. We have identified only a few studies which were simultaneously (1) focused on attitude change towards the depicted narrative content and (2) not possessing any external element to the game affecting participants within the research design of the study, for example, driving a car in a video game while making a phone call in a real life and (3) having a control condition.…”

“…The vast majority of studies about video games and attitudes focuses on short‐term change of explicit attitudes towards the depicted topics (e.g., Cuhadar & Kampf, 2014, 2015; Hawkins et al, 2019; Peña et al, 2018; Pentz et al, 2019). On the contrary, little is known about long‐term changes and about changes in implicit attitudes in relation to video games.…”

Mindset-Oriented Negotiation Training (MONT): Teaching More Than Skills and Knowledge

“…We believe that MONT represents an innovative approach, as most studies on negotiation training primarily deal with skills and knowledge, although some authors also address attitudes (e.g., Coleman and Lim, 2001 ; Zweibel et al, 2008 ; Cuhadar and Kampf, 2015 ). Teaching the integrative mindset that we propose here goes beyond teaching integrative strategies and tactics, as a mindset is more than a tool.…”

“…Although some negotiation researchers also emphasize the development of attitudes as a learning goal for training (e.g., Coleman and Lim, 2001 ; Zweibel et al, 2008 ; Cuhadar and Kampf, 2015 ), the implicit assumption often seems to be that the paramount learning goal is the development of a distinct skill set. Accordingly, the implicit underlying question that much of the basic and applied research of the negotiation field ultimately seems to address is how to best achieve this learning goal (e.g., Gist et al, 1991 ; Nadler et al, 2003 ; van Hasselt et al, 2008 ; Williams et al, 2008 ; Lang, 2009 ; Chapman et al, 2017 ).…”

Graphic Novels: A Brief History, Their Use in Business Education, and the Potential for Negotiation Pedagogy

“…For example, given that design processes have been shown to have learning benefits over other forms of learning in the context of negotiation (Druckman & Ebner, ), it may be that putting students in the driver's seat by tasking them to create a graphic novel (or a part of one) on their own, rather than reading one, might be a beneficial course assignment. Learning by doing and the use of simulations increase levels of knowledge in those participating (Cuhadar & Kampf, ). In fact, it is hoped this paper leads to ideas for research, such as a pilot test in the use of graphic novels and comics content in classroom, or a pilot test of the efficacy of the creation of graphic novels and comics content by students in classrooms as well.…”